SELF INTRODUCTION

 I’m R. Abhishek.
 I’m from Armoor.
 Academic Qualification:
 Pursuing BBA from Sun International Institute of Tourism and Management.
 Completed Intermediate from Kshatriya Junior College, Armoor.
 Completed SCC from Brilliant Grammer High School, Armoor

 My Father’s name is R. Nanda Kishore.

 My Mother’s name is R. Padma
 My hobbies are:
 Listening Music
 Playing cricket

 My Aim is to startup my own business.

 And become a successful businessman
 COMMUNICATION SKILLS

Introduction:

Communication is both an art and a science. It often involves acts of speaking and listening,
reading and writing, but it also goes beyond these and incorporates the transmission of non-
verbal language, sign language, codes transmitted electronically (e.g., Morse code), and
physically (touch; hormones; muscles, tendons, nerves), and messages communicated through
music, and by other means.

Although you communicate simply by being in the world, developing good verbal and body
language skills involves learning and consciously using your skills to improve.

The act of communicating verbally serves to convey how we feel and how we think to others. It
is also the basis of how we relate with others, using language as its medium. Increasing
knowledge and awareness of some of the components involved in effective communication can
serve to improve how we use those components personally.

Definition:

The ability to convey information to another effectively and efficiently. Business managers with
good verbal, non verbal and written communication skills help facilitate the sharing of
information between people within a company for its commercial benefit.

Meaning:

Whether we realise it or not, we are communicating ALL the time. And, given the number of
platforms and devices that we use as we live out our daily lives, and the multi-tasking our
routines call for, most of us are pretty good communicators.
OBJECTIVES

Communication is the exchange of information and ideas, whether written or verbal. Effective
communication skills are about conveying your message to others clearly. Communication is an
important skill for successful businesses and for building relationships by influencing
interactions either positively or negatively. Effective communication engages the choice and use

of an effective communication channel and presentation of information to the target audience.

Development of Interpersonal Skills

Developing interpersonal skills is an important aspect of effective communication.

Interpersonal skills encompass the verbal and non-verbal aspects of a message.
You should be able to communicate with other people under different
circumstances. Whether it's sharing good news like a job promotion or bad news,
like a death in the family, knowing how to handle various situations is essential in
being a good communicator.

Message Development

Technological advancement has resulted in the development of many forms of communication.

You should develop the message content carefully to communicate effectively. All messages
are designed to have a purpose whether written or spoken. Effective communication skills will
enable you to create clear messages. You will achieve this by eliminating unnecessary words
and making the message relevant to the target audience.

Active Listening

Active listening is an important aspect of developing effective communication skills.

Maintaining eye contact and avoiding interrupting the person you are communicating with are
ways to ensure you listen to the message. Active listening means you concentrate on what your
subject is relaying to you. By doing this, you increase the chance of developing solid
relationships with people, which can come in handy in your business and personal life.
Reading Non-Verbal Cues

Developing skills of reading non-verbal signs during conversation is a vital communication

skill. Human beings present important messages with their body language. Facial expressions,
eye movement, body posture and gestures are ways an effective communicator can pick up on
what a person is trying to say -- or trying not to say. Mastery of the non-verbal signals leads to
effective communication.

WAYS OF COMMUNICATION SKILLS

Here are 14 ways you can improve your communication skills in order to become a more
effective leader.

1. Learn the basics of nonverbal communication.

One study found that nonverbal communication accounted for 55 percent of how an audience
perceived a presenter. That means that the majority of what you say is communicated not
through words, but through physical cues.

To communicate clearly and confidently, adopt proper posture. Avoid slouching, folding your
arms or making yourself appear smaller than you are. Instead, fill up the space you are given,
maintain eye contact and (if appropriate) move around the space.

2. You have to over-communicate just to communicate.

In 1990, a graduate student at Stanford University was able to prove that presenters
overestimate how much listeners understand. In a study that become known as “the tappers and
the listeners,” one set of participants was asked to tap the melody of 120 famous songs. The
other participants were asked to guess what song was being tapped.

Tappers estimated that 50 percent of the songs tapped would be correctly identified. In reality,
only 2.5 percent of songs were correctly identified. This study shows that it is important to
communicate clearly, and to over-communicate when sharing new ideas. As this study
indicates, it is likely that the audience will fail to absorb as much as you expect.
3. Avoid relying on visual aids.

Steve Jobs instituted a rule at Apple that banned all PowerPoint presentations. Similarly, Sheryl
Sandberg instituted a PowerPoint ban at Facebook. Both leaders realized that PowerPoint
presentations can hinder rather than help communication.

Be prepared to use words, compelling storytelling and nonverbal cues to communicate your
point with the audience. Avoid using visual aids unless absolutely necessary.

4. Ask for honest feedback.

As with most leadership skills, receiving honest feedback from peers, managers and members of
your team is critical to becoming a better communicator. If you regularly solicit feedback,
others will help you to discover areas for improvement that you might have otherwise
overlooked.

5. Engage the audience in discussion.

Regardless of how compelling the speaker is, all audiences have limited attention spans. To
become a more effective communicator, make presentations and discussions interactive.

Ask the audience a question, encourage people to call out their thoughts during a brainstorming
session or at the very least ask hypothetical questions to stimulate the audience.

6. Start and end with key points.

Think back to the “tappers and listeners” study mentioned earlier. Clear communication is of
paramount importance. To ensure that the audience understands the key takeaways from a
presentation, reiterate key points at the start and finish. This can also be accomplished by
providing attendees with a one-pager that includes key points the audience should consider
throughout the presentation.

7. Use the PIP approach.

A common framework used by business experts like those at McKinsey is the purpose,
importance, preview (PIP) approach to presentation introductions. Following this approach, the
speaker first states the purpose of the presentation, and then shares why presentation is
important by reviewing implications and possible outcomes.

Finally, the presenter gives a preview of the topics that will be discussed. This framework is a
useful way to get audiences excited about the presentation, helping them to focus on your
message and on key takeaways.

8. Record important presentations for posterity.

It can take a good deal of time and energy to communicate effectively. In cases where you may
need to give the same presentation multiple times, consider recording it and sharing it in the
future.

Platforms like Wistia and Zoom allow speakers to record themselves delivering a presentation.
These video-recording platforms allow presenters to edit the video to make it more engaging
and helpful. They also provide admins with metrics about viewer engagement.

Recorded presentations can be especially helpful for communicators who need to regularly
provide training in a company that is hiring employees quickly.

9. Master the art of timing.

While some of their jokes might not be appropriate for the workplace, standup comedians are
certainly effective communicators. Comedians like Louis CK, Chris Rock and Dave Chappelle
are able to host compelling 90-minute comedy shows, in part because they have mastered the art
of timing.

Great comedians, like all great communicators, are able to feel out their audience to determine
when to move on to a new topic or when to reiterate an idea.

10. Get comfortable speaking extemporaneously.

When lawyers present a case in front of the United States Supreme Court, they typically speak
extemporaneously. That is to say, the lawyers write down a series of topics they intend to
discuss, but they do not memorize what they would say word for word. This method of
communicating allows the lawyers presenting a case to cover all of the necessary points, while
giving them flexibility as to how to communicate based on audience reaction or questions.

Business communicators should consider adopting an extemporaneous speaking style. It takes

practice, but it will allow for more natural communication, and can help with audience
engagement.

11. Get to know your audience.

To communicate effectively, it is important to get to know your audience first. Each audience is
different, and will have different preferences and cultural norms that should be considered when
communicating. A good way to understand expectations is to ask members of the audience for
examples of good communicators within the organization.

12. Add novelty to improve audience retention.

A recent study revealed that people generally retain more information when presented with
novel, as opposed to routine, situations. To help audience members retain information, consider
injecting some sort of novel event into a presentation. This might be something funny, or
something that simply catches people by surprise.

13. Focus on earning respect instead of laughs.

It can be tempting to communicate with others in a lighthearted way; after all, this can be a
good way to make friends in a professional setting. But remember that the most successful
communicators are those who have earned respect, rather than laughs. While telling a joke or
two to warm up an audience can be effective, avoid ending a presentation with a laugh.

14. Be a listener.

“Listen more than you talk.” This is what Richard Branson tells business people who want to
connect with others. To communicate effectively, first listen to what others have to say. Then
you can provide a thoughtful answer that shows you have taken those ideas into account.
Conclusion

Communicating clearly is one of the most effective skills you can cultivate as a business leader.
Remember to communicate using nonverbal and verbal cues. Listen carefully to what others
have to say, and over-communicate in novel ways to ensure the content of the conversation
sticks with the audience.

THE PROCESS OF COMMUNICATION

The goal of communication is to convey information—and the understanding of that

information—from one person or group to another person or group. This communication
process is divided into three basic components: A sender transmits a message through a channel

to the receiver. (Figure shows a more elaborate model.) The sender first develops an idea, which
is composed into a message and then transmitted to the other party, who interprets the message
and receives meaning. Information theorists have added somewhat more complicated language.
Developing a message is known as encoding. Interpreting the message is referred to as
decoding.
The other important feature is the feedback cycle. When two people interact, communication is
rarely one‐way only. When a person receives a message, she responds to it by giving a reply.
The feedback cycle is the same as the sender‐receiver feedback noted in Figure . Otherwise, the
sender can't know whether the other parties properly interpreted the message or how they
reacted to it. Feedback is especially significant in management because a supervisor has to
know how subordinates respond to directives and plans. The manager also needs to know how
work is progressing and how employees feel about the general work situation.

The critical factor in measuring the effectiveness of communication is common understanding.

Understanding exists when all parties involved have a mutual agreement as to not only the
information, but also the meaning of the information. Effective communication, therefore,
occurs when the intended message of the sender and the interpreted message of the receiver are
one and the same. Although this should be the goal in any communication, it is not always
achieved.

The most efficient communication occurs at a minimum cost in terms of resources expended.
Time, in particular, is an important resource in the communication process. For example, it
would be virtually impossible for an instructor to take the time to communicate individually
with each student in a class about every specific topic covered. Even if it were possible, it
would be costly. This is why managers often leave voice mail messages and interact by e‐mail
rather than visit their subordinates personally.

However, efficient time‐saving communications are not always effective. A low‐cost approach
such as an e‐mail note to a distribution list may save time, but it does not always result in
everyone getting the same meaning from the message. Without opportunities to ask questions
and clarify the message, erroneous interpretations are possible. In addition to a poor choice of
communication method, other barriers to effective communication include noise and other
physical distractions, language problems, and failure to recognize nonverbal signals.

Sometimes communication is effective, but not efficient. A work team leader visiting each team
member individually to explain a new change in procedures may guarantee that everyone truly
understands the change, but this method may be very costly on the leader's time. A team
meeting would be more efficient. In these and other ways, potential tradeoffs between
effectiveness and efficiency occur.

TYPES OF COMMUNICATION

1. VERBALCOMMUNICATION

Verbal communication seems like the most obvious of the different types of communication. It
utilizes the spoken word, either face-to-face or remotely. Verbal communication is essential to
most interactions, but there are other nonverbal cues that help provide additional context to the
words themselves. Pairing nonverbal communication with the spoken word provides a more
nuanced message.

2. NONVERBAL CUES SPEAK VOLUMES

Nonverbal communication provides some insight into a speaker’s word choice. Sarcasm,
complacency, deception or genuineness occur within nonverbal communication. These things
are often communicated through facial expressions, hand gestures, posture and even
appearance, all of which can convey something about the speaker. For instance, a disheveled
speaker with wrinkled clothes and poor posture would communicate a lack of confidence or
expertise. A speaker with a nice suit, who stood up straight and spoke clearly, may appear more
serious or knowledgeable.

3. VISUAL COMMUNICATION

Visual types of communication include signs, maps or drawings as well as color or graphic
design. These typically reinforce verbal communication, and they help to make a point. Visual
aids can help a speaker remember important topics, give the audience something to look at, and
generally help convey the message being presented.
BARRIERS OF COMMUNICATION

Barriers of Communication: This far we have seen what we mean by the process of
communication. But, at times even after taking care of every other detail some
misunderstandings arise. So, to eliminate these misunderstandings, we have to understand the
most common barriers to effective communication

Barriers To Effective Communication

The process of communication has multiple barriers. The intended communique will often be
disturbed and distorted leading to a condition of misunderstanding and failure of
communication. The Barriers to effective communication could be of many types like linguistic,
psychological, emotional, physical, and cultural etc. We will see all of these types in detail
below.

Linguistic Barriers

The language barrier is one of the main barriers that limit effective communication. Language is
the most commonly employed tool of communication. The fact that each major region has its
own language is one of the Barriers to effective communication. Sometimes even a thick dialect
may render the communication ineffective.

As per some estimates, the dialects of every two regions changes within a few kilometers. Even
in the same workplace, different employees will have different linguistic skills. As a result, the
communication channels that span across the organization would be affected by this.

Thus keeping this barrier in mind, different considerations have to be made for different
employees. Some of them are very proficient in a certain language and others will be ok with
these languages.

Psychological Barriers
There are various mental and psychological issues that may be barriers to effective
communication. Some people have stage fear, speech disorders, phobia, depression etc. All of
these conditions are very difficult to manage sometimes and will most certainly limit the ease of
communication.

Emotional Barriers

The emotional IQ of a person determines the ease and comfort with which they can
communicate. A person who is emotionally mature will be able to communicate effectively. On
the other hand, people who let their emotions take over will face certain difficulties.

A perfect mixture of emotions and facts is necessary for an effective communication. Emotions
like anger, frustration, humor, can blur the decision-making capacities of a person and thus limit
the effectiveness of their communication.

Physical Barriers of Communication

They are the most obvious barriers to effective communication. These barriers are mostly easily
removable in principle at least. They include the barriers like noise, closed doors, faulty
equipment used for communication, closed cabins, etc. Sometimes, in a large office, the
physical separation between various employees combined with faulty equipment may result in
severe barriers to effective communication.
Cultural Barriers

As the world is getting more and more globalized, any large office may have people from
several parts of the world. Different cultures have a different meaning for several basic values
of society. Dressing, Religions or lack of them, food, drinks, pets, and the general behavior will
change drastically from one culture to another.

Hence it is a must that we must take these different cultures into account while communication.
This is what we call being culturally appropriate. In many multinational companies, special
courses are offered at the orientation stages that let people know about other cultures and how to
be courteous and tolerant of others.

Organisational Structure Barriers

As we saw there are many methods of communication at an organizational level. Each of these
methods has its own problems and constraints that may become barriers to effective
communication. Most of these barriers arise because of misinformation or lack of appropriate
transparency available to the employees.

Attitude Barriers

Certain people like to be left alone. They are the introverts or just people who are not very
social. Others like to be social or sometimes extra clingy! Both these cases could become a
barrier to communication. Some people have attitude issues, like huge ego and inconsiderate
behaviors.

These employees can cause severe strains in the communication channels that they are present
in. Certain personality traits like shyness, anger, social anxiety may be removable through
courses and proper training. However, problems like egocentric behavior and selfishness may
not be correctable.
Perception Barriers

Different people perceive the same things differently. This is a fact which we must consider
during the communication process. A knowledge of the perception levels of the audience is
crucial to effective communication. All the messages or communique must be easy and clear.
There shouldn’t be any room for a diversified interpretational set.

Physiological Barriers

Certain disorders or diseases or other limitations could also prevent an effective communication
between the various channels of an organization. The shrillness of voice, dyslexia, etcare some
examples of physiological barriers to effective communication. However, these are not crucial
because they can easily be compensated and removed.

Technological Barriers & Socio-religious Barriers

Other barriers include the technological barriers. The technology is developing fast and as a
result, it becomes difficult to keep up with the newest developments. Hence sometimes the
technological advance may become a barrier. In addition to this, the cost of technology is
sometimes very high.

Most of the organizations will not be able to afford a decent tech for the purpose of
communication. Hence, this becomes a very crucial barrier. Other barriers are socio-religious
barriers. In a patriarchal society, a woman or a transgender may face many difficulties and
barriers while communicating.

OVERCOME THE BARRIERS

(1) Clarify Ideas before Communication:

The person sending the communication should be very clear in his mind about what he wants to
say. He should know the objective of his message and, therefore, he should arrange his thoughts
in a proper order.
(2) Communicate According to the Need of the Receiver:

The sender of the communication should prepare the structure of the message not according to
his own level or ability but he should keep in mind the level, understanding or the environment
of the receiver.

(3) Consult Others before Communication:

At the time of planning the communication, suggestions should be invited from all the persons
concerned. Its main advantage will be that all those people who are consulted at the time of
preparing the communication plan will contribute to the success of the communication system.

(4) Be Aware of Language, Tone and Content of Message:

The sender should take care of the fact that the message should be framed in clear and beautiful
language. The tone of the message should not injure the feelings of the receiver. As far as
possible the contents of the message should be brief and excessive use of technical words
should be avoided.
(5) Convey Things of Help and Value to the Listener:

The subject matter of the message should be helpful to the receiver. The need and interest of the
receiver should specially be kept in mind. Communication is more effective in such a situation.

(6) Ensure Proper Feedback:

The purpose of feedback is to find out whether the receiver has properly understood the
meaning of the information received. In the face-to- face communication, the reaction on the
face of the receiver can be understood.

But in case of written communication or some other sort of communications some proper
method of feedback should be adopted by the sender.

(7) Consistency of Message:

The information sent to the receiver should not be self- contradictory. It should be in accordance
with the objectives, policies, programmes and techniques of the organisation. When a new
message has to be sent in place of the old one, it should always make a mention of the change
otherwise it can create some doubts.

(8) Follow up Communication:

In order to make communication effective the management should regularly try to know the
weaknesses of the communication system. In this context effort can be made to know whether
to lay more stress upon the formal or the informal communication would be appropriate.

Similarly, suggestions can be invited in respect of the medium of communication (oral, written
and gestural) to know as to which medium would be more effective and appropriate.

(9) Be a Good Listener:

It is the essence of communication that both the sender and the receiver should be good
listeners. Both should listen to the each other’s point of view with attention, patience and
positive attitude. A sender can receive much relevant information by being a good listener.
 THE 7 Cs OF COMMUNICATION

According to the 7 Cs, communication needs to be:

1. Clear

When writing or speaking to someone, be clear about your goal or message. What is your
purpose in communicating with this person? If you're not sure, then your audience won't be
either.

To be clear, try to minimize the number of ideas in each sentence. Make sure that it's easy for
your reader to understand your meaning. People shouldn't have to "read between the lines" and
make assumptions on their own to understand what you're trying to say.
2. Concise

When you're concise in your communication, you stick to the point and keep it brief. Your
audience doesn't want to read six sentences when you could communicate your message in
three. Ask yourself:

3. Concrete

When your message is concrete, your audience has a clear picture of what you're telling them.
There are details (but not too many!) and vivid facts, and there's laser-like focus. Your message
is solid.

4. Correct

When your communication is correct, your audience will be able to understand it. And correct
communication is also error-free communication. Make sure your message is correct by asking
yourself the following questions:

5. Coherent

When your communication is coherent, it's logical. All points are connected and relevant to the
main topic, and the tone and flow of the text is consistent.

6. Complete

In a complete message, the audience has everything they need to be informed and, if applicable,
take action.

7. Courteous

Courteous communication is friendly, open and honest. There are no hidden insults or passive-
aggressive tones. You keep your reader's viewpoint in mind, and you're empathetic to their
needs.
 LISTENING SKILLS

Meaning

Listening is the ability to comprehend verbally communicated information and providing

appropriate feedback. It can be described also as the ability to pay attention to sound.

Though it seems a simple natural activity, it is a skill that has not been mastered by many.
Everyone, except deaf people, hears but it is listening that makes the difference. Hearing is the
effect of vibrations in the eardrums caused by sound waves, but listening goes beyond this
process.

Hearing is natural and reflexive whereas listening is a deliberate effort to comprehend sound
that is heard. The stages in the listening process are: receiving (hearing), understanding,
evaluating, remembering, and responding.

As we will see later, this skill is worth mastering for maximum benefits in your career.
Definition of Listening Skills

Listening is the act of hearing attentively. Research shows that 45% of our time is spent on
listening. We listen more than speak. If this listening skill is used in a proper way we can master
the tools of communicative skills. Listening is difficult, as human mind tends to distract easily.
A person who controls his mind and listens attentively acquires various other Skills and is
benefited.

Listening skill can be defined as, “Listening is the act of hearing attentively”. It is also a

process similar to reading which should possess knowledge of phonology, syntax, semantics
and text understanding. Thomlison (1984) defines lis

tening as, “Active listening, which is very important for effective communication”. Listening
can be also defined as, “More than just hearing and to understand and interpret the meaning of
a conversation”.

Listening skill makes you successful in workplace, family and in the society. Good listening
skill is mandatory to get into a profession in communications, management, planning, sales, etc.
Listening skills involve a different set of etiquettes, questioning for explanation, showing
empathy and providing a suitable response. Good listening skills include the understanding
ability. Body language is also a part of listening skill. Eye contact with the speaker, sitting
straight and alert are the good gestures of a good listener

OBJIECTIVES

The main aim of this course is to use listening texts to help students improve their listening
skills and language competence. The emphasis will be on developing understanding of short
texts containing features of authentic native-speaker speech, and developing knowledge and
control of high-frequency language items, using listening texts as support. The course also aims
to build engagement and confidence in listening through the use of recordings of graded
readers.

Students who successfully complete this course will be able to do the following:
Goal 1: Develop better comprehension of (largely controlled).

Objective 1.1: Students will be able to identify and correct common grammatical errors:
subject-verb agreement, word forms, verb forms, and countable and uncountable nouns.

Objective 1.2: Students will be able to define and use high frequency vocabulary (from the
AWL sub-lists 1-10) that are common to academic writing.

Objective 1.3: Students will use capital letters with greater accuracy.

Goal 2: Develop language competence – “listening to learn.”

Objective 2.1: Use listening texts as sources for language input through listening to short,
controlled texts containing high-frequency language items (BNC top 1000 words).

Goal 3: Develop listening confidence.

Objective 3.1: Develop confidence through listening to extensive graded input (from recordings
of graded readers).

Goal 4: Develop the ability to identify difficult sounds, words and phrases to support listening
comprehension.

Objective 4.1: Develop a greater awareness of features of the speech stream (weak sounds,
linking, elision).

DIFFERENCE BETWEEN LISTENING AND HEARING

Someone rightly said, “Hearing is through ears, but listening is through the mind.” The two
activities hearing and listening involve the use of ears, but they are different. The hearing is
nothing but a sense that helps you receive sound waves and noise by ears. It is the power of

perceiving sounds.

DEFINATION OF HEARING

The natural ability or an inborn trait that allows us to recognize sound through ears by catching
vibrations is called the hearing. In simple terms, it is one of the five senses; that makes us aware
of the sound. It is an involuntary process, whereby a person receives sound vibrations,

continuously.

A normal human being’s hearing capability ranges from 20 to 20000 Hertz, called as audio or
sonic. Any frequency above and below the given range is known as ultrasonic and infrasonic
respectively.

BASIS FOR
HEARING LISTENING
COMPARISON

Meaning Hearing refers to one's Listening is something done

ability to perceive sounds, consciously, that involve the
by receiving vibrations analysis and understanding of
through ears. the sounds you hear.

What is it? An ability A skill

Nature Primary and continuous Secondary and temporary

 BASIS FOR
HEARING LISTENING
COMPARISON

Act Physiological Psychological

Involves Receipt of message through Interpretation of the message

ears. received by ears.

Process Passive bodily process Active mental process

Occurs at Subconscious level Conscious level

Use of senses Only one More than one

Reason We are neither aware nor We listen to acquire knowledge

we have any control over and receive information.
the sounds we hear.

Concentration Not required Required

LISTENING PROCESS

For listening to be effective and meaningful, the process of listening should involve the
following steps

Hearing

Hearing is the first essential step in the listening process and relates to the sensory perception of
sound. The listener further processes the perceived sound. For learning to be effective, hearing
needs to be done with attention and concentration.

Filtering

The next step involves sensing and filtering of heard sounds. The heard message is categorized
as wanted or unwanted, useful or useless. The unwanted message is discarded. In this step, the
sense of judgement of the individual comes into play, that is, the filtering process is subjective
and a person chooses to retain what makes sense to him.

Comprehending

The next level of listening consists of comprehending or understanding. The listener

understands or interprets what the speaker has tried to convey. This activity can be described as
absorbing, grasping or assimilating. In order to grasp the meaning of the message, the listener
uses his knowledge, experience, perception and cognitive power. The verbal and auditory
message is coupled with non-verbal communication to understand it.

Remembering

Remembering relates to a process whereby the assimilated message is stored in memory to

facilitate future recall. Remembering assumes significance because many times messages
received are meant not for immediate consideration but for future use.

Responding

For listening to be complete, a response is important. Responding to a message may take place
at the end of the communication, immediately after or later. When it is stored for future use, the
response may take place later. However, if there is a need to seek clarification or to empathize
with the listener, it may take place earlier. Responding may also take the form of prodding or
prompting in order to show that the message is being received and comprehended.

TYPES OF LISTENING

Most people, most of the time, take listening for granted, it’s something that just happens. It is
only when you stop to think about listening and what it entails that you begin to realise that

listening is in fact an important skill that needs to be nurtured and developed.

General Listening Types:

The two main types of listening - the foundations of all listening sub-types are:
  Discriminative Listening
 Comprehensive Listening

Discriminative Listening

Discriminative listening is first developed at a very early age – perhaps even before birth, in the
womb. This is the most basic form of listening and does not involve the understanding of the
meaning of words or phrases but merely the different sounds that are produced. In early
childhood, for example, a distinction is made between the sounds of the voices of the parents –

the voice of the father sounds different to that of the mother.

Discriminative listening develops through childhood and into adulthood. As we grow older and
develop and gain more life experience, our ability to distinguish between different sounds is
improved. Not only can we recognise different voices, but we also develop the ability to
recognise subtle differences in the way that sounds are made – this is fundamental to ultimately
understanding what these sounds mean. Differences include many subtleties, recognising
foreign languages, distinguishing between regional accents and clues to the emotions and
feelings of the speaker.

Being able to distinguish the subtleties of sound made by somebody who is happy or sad, angry
or stressed, for example, ultimately adds value to what is actually being said and, of course,
does aid comprehension. When discriminative listening skills are combined with visual stimuli,
the resulting ability to ‘listen’ to body-language enables us to begin to understand the speaker
more fully – for example recognising somebody is sad despite what they are saying or how they
are saying it.

Comprehensive Listening

Comprehensive listening involves understanding the message or messages that are being
communicated. Like discriminative listening, comprehensive listening is fundamental to all
listening sub-types.

In order to be able use comprehensive listening and therefore gain understanding the listener
first needs appropriate vocabulary and language skills. Using overly complicated language or
technical jargon, therefore, can be a barrier to comprehensive listening. Comprehensive
listening is further complicated by the fact that two different people listening to the same thing
may understand the message in two different ways. This problem can be multiplied in a group
setting, like a classroom or business meeting where numerous different meanings can be derived
from what has been said.

Comprehensive listening is complimented by sub-messages from non-verbal communication,

such as the tone of voice, gestures and other body language. These non-verbal signals can
greatly aid communication and comprehension but can also confuse and potentially lead to
misunderstanding. In many listening situations it is vital to seek clarification and use skills such
as reflection aid comprehension.

Specific Listening Types

Discriminative and comprehensive listening are prerequisites for specific listening types.

Listening types can be defined by the goal of the listening.

The three main types of listening most common in interpersonal communication are:

 Informational Listening (Listening to Learn)

 Critical Listening (Listening to Evaluate and Analyse)
 Therapeutic or Empathetic Listening (Listening to Understand Feeling and Emotion)

In reality you may have more than one goal for listening at any given time – for example, you
may be listening to learn whilst also attempting to be empathetic.

Informational Listening

Whenever you listen to learn something, you are engaged in informational listening. This is
true in many day-to-day situations, in education and at work, when you listen to the news,
watch a documentary, when a friend tells you a recipe or when you are talked-through a
technical problem with a computer – there are many other examples of informational listening
too.
Although all types of listening are ‘active’ – they require concentration and a conscious effort to
understand. Informational listening is less active than many of the other types of listening.
When we’re listening to learn or be instructed we are taking in new information and facts, we
are not criticising or analysing. Informational listening, especially in formal settings like in
work meetings or while in education, is often accompanied by note taking – a way of recording
key information so that it can be reviewed later.

Critical Listening

We can be said to be engaged in critical listening when the goal is to evaluate or scrutinise what
is being said. Critical listening is a much more active behaviour than informational listening and
usually involves some sort of problem solving or decision making. Critical listening is akin to
critical reading; both involve analysis of the information being received and alignment with
what we already know or believe. Whereas informational listening may be mostly concerned
with receiving facts and/or new information - critical listening is about analysing opinion and
making a judgement.

When the word ‘critical’ is used to describe listening, reading or thinking it does not necessarily
mean that you are claiming that the information you are listening to is somehow faulty or
flawed. Rather, critical listening means engaging in what you are listening to by asking
yourself questions such as, ‘what is the speaker trying to say?’ or ‘what is the main argument
being presented?’, ‘how does what I’m hearing differ from my beliefs, knowledge or opinion?’.
Critical listening is, therefore, fundamental to true learning.

Many day-to-day decisions that we make are based on some form of ‘critical’ analysis, whether
it be critical listening, reading or thought. Our opinions, values and beliefs are based on our
ability to process information and formulate our own feelings about the world around us as well
as weigh up the pros and cons to make an informed decision.

It is often important, when listening critically, to have an open-mind and not be biased by
stereotypes or preconceived ideas. By doing this you will become a better listener and broaden
your knowledge and perception of other people and your relationships.
Therapeutic or Empathic Listening

Empathic listening involves attempting to understand the feelings and emotions of the speaker –
to put yourself into the speaker’s shoes and share their thoughts.

Empathy is a way of deeply connecting with another person and therapeutic or empathic
listening can be particularly challenging. Empathy is not the same as sympathy, it involves
more than being compassionate or feeling sorry for somebody else – it involves a deeper
connection – a realisation and understanding of another person’s point of view.

Counsellors, therapists and some other professionals use therapeutic or empathic listening to
understand and ultimately help their clients. This type of listening does not involve making
judgements or offering advice but gently encouraging the speaker to explain and elaborate on
their feelings and emotions. Skills such as clarification and reflection are often used to help
avoid misunderstandings.

BARRIERS OF LISTENING SKILLS

Whenever people talk about having “excellent communication skills,” they often focus on their
ability to talk and be understood. But, in reality, the most difficult — and arguably the most
important — communications skill is listening.

For many, listening and hearing are synonymous. According to Madelyn Burley-Allen, the
author of Listening: The Forgotten Skill, listening involves a more sophisticated mental process
than hearing.

“Listening demands energy and discipline,” writes Burley-Allen. “Listening is a learned skill.
The first step is to realize that effective listening is an active, not a passive, process.”

Although we give little attention to our listening skills, the irony is that we absorb more
information from the external world from listening than we do from reading and writing
combined.
1.We receive no formal training in listening

Sure, we have a lifetime of listening to draw upon as a learning experience, but there are no
formal training classes for listening. At school, we learn how to read and write and even speak,
but listening is a skill we are just expected to pick up.

Consider that we take reading in one form or another as a class in elementary, middle and high
schools, either called Basic Language or English Composition. We learn to write in the
beginning of our elementary school career and then have writing throughout middle and high
school and even college

2. Speaking as a skill is seen as more important than listening

When we think of charismatic leaders we think of great speakers — Lincoln at Gettysburg, FDR

on the day after Pearl Harbor, or JFK’s inaugural address.

When we speak, we make things happen, impress people with our skills and motivate others to
action.

3. Filters keep us from listening without bias

Filters impede listening through a variety of ways, including dislike of the person we are
listening to or their message, which we disagree with. For example, confirmation bias is a well-
known phenomena in which people block out information that does not synchronize with their
current world view.

Witness the political conservative that watches only Fox News for all their daily information on
the world or the liberal who will exclusively check out MSNBC.

We filter out information we disagree with by either avoiding it or when we are confronted with
it, we simply stop listening to its meaning.

Numerous studies reveal that we listen more effectively to people we care about — that includes
teenagers listening to their parents — than we do to people we either dislike or disagree with.
4. Effective listening takes a lot of mental effort

Most of us think of listening as something we do automatically like breathing or seeing. But

actively listening takes real effort to interpret what a person is saying and the undercurrent of
meaning in their words. For most people, listening is just recording the words actually being
said without diving down for the deeper meaning of what is being said.

In daily life, people drift in and out of listening during a conversation, thinking about their trip
to the supermarket later on, only to return to the conversation long enough to respond with a
“ahh” or “oh, really.”

Some conversations are perfunctory, such as greeting people at work where you exchange
platitudes or just “happy chatter” with a friend over the phone.

The danger is that we treat all conversations as casual and do not exert the effort necessary to
truly listen to another person, such as a teenage son, struggling to tell you about his grades.

5. Thinking about what you will say next instead of listening

The holy grail of not listening is thinking about how you will respond in a conversation instead
of listening to the other person.

This setting for listening is the default one for most people and we see it happen every day
without giving it a second thought.

But have you ever witnessed a conversation between people in which each person is more
worried about responding than listening to what is being said? It is indeed painful and there
seems to be little hope that understanding and consensus will result from the discussion.
Witness TV political talk shows where guests from the opposite political spectrum are more
interested in scoring debate points supporting their ideology than hearing valid points from the
other side.

Therefore, it is relatively easy to see how the world is full of misunderstanding. People don’t
listen.
OVERCOME THE BARRIER OF LISTENING SKILLS

Effective communication is a valuable skill in the workplace, and listening properly is the most
important part of effective communication.

Poor listening skills definitely make a huge, negative impact on team morale and productivity.
This situation usually results in conflicts and misunderstandings among team members, and it
creates a negative environment.

Fortunately, listening skills can be learned. The first step is to identify the barriers to listening.
The second step is to consciously implement the tips provided here to overcome those barriers.

Excessive Talking

Good conversational skills are an asset, and a person with these skills are more likely to achieve
professional success. However, talking more than necessary is a barrier to effective
communication. People hesitate to interact with a person who talks excessively without
listening to them. They may also get bored, and excessive talking may be perceived as
aggression

Think before you speak, and don’t speak if you have nothing important to contribute.

Practice self-control. Allow the other person to speak.

Avoid interrupting when the other person is speaking.

Be aware of indulging in useless talk for the sake of talking.

Be brief while conveying your thoughts.

Observe your listener’s reactions while speaking.

Prejudice

Prejudice is a preconceived opinion of feeling, which is usually irrational. Prejudice is very

dangerous and has the potential to bring animosity into the team and to break team spirit. The
reason for a prejudice may be the speaker’s race, religion, age or appearance. A prejudiced
person will not make any effort to listen and understand.

Overcoming prejudice while listening:

Respect the other person for his or her knowledge and skills, irrespective of the person’s
background.

Make conscious efforts to take charge of your thoughts.

Consciously avoid taking an “I know what he or she is going to say” attitude while the other
person is speaking.

Distractions

The four main types of distractions are physical, mental, auditory and visual. Here’s how to
avoid this common barrier:

Face the person who is speaking.

Maintain eye contact while the other person is speaking.

Ensure that you are comfortable.

Switch off the cell phone.

Expecting Others to Share Your Personal Beliefs and Values

Everybody has their own personal beliefs and value systems, and it’s natural to want to apply
them to others around us. Learn to appreciate that others don’t have to share your beliefs. In
fact, their unique perspectives may shine light on problems and issues that you haven’t been
able to deal with before!

Misunderstanding

The inability to hear correctly is one of the many reasons for misunderstanding what a speaker
is trying to communicate. You may think that it’s impolite to ask the speaker to clarify his
words or intentions, but that’s not the case at all. Most people will appreciate the fact that you
are making a focused effort to really understand what they are trying to say.

Interrupting

Interrupting a conversation with improper body language or inappropriate words will have a
negative impact in effective communication. Here’s some tips to help you avoid this barrier to
effective listening:

Listen without interrupting while the other person is speaking.

If you seek to clarify something, use appropriate body language such as raising your hand or ask
politely for more details (like “I am sorry to interrupt you…”).

Faking Attention

The person who is faking attention is just “hearing” but not “listening.” There may be some eye
contact and the person may even be nodding, but the mind is elsewhere. The person may be
thinking about what to have for lunch or what to wear for the party that evening. Faking
attention is a habit for some people, but it conveys lack of respect and dishonesty. Try these
tips:

Make it a habit to listen attentively. It is advisable to assume that the other person knows
something that you may not know.

Avoid thinking about how to reply when the other person is speaking.

This habit can be overcome by taking notes while the other person is speaking.

Bringing in Emotions

Emotions erect barriers to effective communication. A listener's senses are not likely to be
functioning at their optimum level when he or she is angry. Likewise, it is not possible to
understand or appreciate what the speaker is saying if the listener is excessively sad.

Noise

Noise is any unwanted sound. It is a great impediment to clear communication. It is impossible

to listen in a noisy environment – it becomes a frustrating experience for both the speaker and
the listener.

Try to avoid conversations in noisy surroundings.

Eliminate the source of noise whenever possible. Turn off cell phones, radios and television
sets.

Fear

Fear is a great barrier to listening. People who are afraid during a conversation are not likely to
listen. They become defensive and tend to argue.

Tips to overcome fear:

Be aware that fear can only worsen the situation. Listen to what the other person is about to say
without fear.
Great leaders are good listeners. Effective listening is a valuable skill that helps team members
achieve their goals efficiently and improves productivity. This skill is necessary to stay
competitive in the current global scenario. Implementing the above mentioned tips will
definitely help in improving listening skills. It is possible with self examination and self
discipline.

BECOME A GOOD LISTENER

1. Keep in mind: Listening is win/win.

Many may not listen that well because they think they don’t get much out of it personally.

But the better you listen, the better they will listen to you. And the better and deeper the
relationship will be. If you focus on understanding him or her and on giving value based on that
then you’ll get the same thing back.

This reminder has been a powerful motivator for me to become a better listener.

2. Tell yourself that you’ll tell someone else about this conversation later on.

One of the best ways to remember something better is to know that you are going to tell what
you learned to someone else.

Then you’ll be more alert, naturally start asking more questions to understand and what is said –
in my experience – simply seems to stick better.
Plus, you’ll stop focusing so much on what to say next and so the conversation tends to flow
better.

3. Keep the eye-contact.

Looking everywhere except at the person talking can make it seem like you are not listening.
And then the conversation suffers.

So keep the eye-contact. I found it easier to start doing this more often when I:

Took it step-by-small-step and improved my eye-contact time in conversations over the span of
a few months.

Focused my gaze at just one of the other person’s eyes at time.

4. Keep that smart phone away.

Browsing the internet on your phone or your computer while trying to listen usually leads
missing some part of the conversation and to the person talking feeling like he or she is not
listened to.

So put that phone down while listening if you don’t need it to check something or write
something down as a part of the conversation.

5. Summarize what was said.

I have found that taking a few seconds to summarize what someone just said – like a longer
segment about what happened at work or in a relationship – makes it a lot easier to make sure
I’ve understood what happened.

As I say that summary out loud the other person can adjust or correct my understanding and so I
can add my perspective, thoughts or questions in a better way based on that rather than my
assumptions about what happened and of how the other person’s experienced this situation.

Or I can take some kind of action based on what they actually meant and not what I thought
they meant (for example in a work setting where a misunderstanding could lead to frustration
and time lost if you misunderstand).
6. Ask instead of trying to mind-read.

Reading someone’s mind is quite difficult. Most of the time impossible. Still, so many of us
have tried to do it and started conversations based on that too many times.

So when you feel an impulse to assume and mind-read stop that and start being curious and ask
open-ended questions. Going for this kind of question instead of the ones where the other
person can just answer a yes or a no will help him/her to open up and to start explaining and
sharing what is going on.

7. Get some fresh air and/or exercise.

Few things make it so hard to follow along in a conversation as a tired and foggy head.

Two things that can keep that energy and mental clarity up are to open a window or to take a
walk outside to get both some exercise and some fresh air.

Exercising regularly a bit more intensely a few times a week also makes it easier to fully be
there when you want to and need to listen.

8. When you listen, just listen.

Don’t interrupt. Don’t jump in with solutions (this one can be a hard one in my experience).

Just be present in the moment and listen fully to what the other person has to say and let him or
her speak until the entire message is said.

Sometimes that is also all that’s needed. For someone to truly listen as we vent for a few
minutes and figure things out for ourselves.

9. Be honest about your current limitations.

If you’re in a rush or feel very tired or stressed out let the other person know. If you have
listened for long while and your mind has hit its limit and starts to wander and you need a break
and maybe something to eat say that too
 SPEAKING SKILS

Meaning

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its
form and meaning are dependent on the context in which it occurs, including the participants
themselves, their collective experiences, the physical environment, and the purposes for
speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always
unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations
(e.g., declining an invitation or requesting time off from work), can be identified and charted
(Burns &Joyce, 1997). For example, when a salesperson asks "May I help you?" the expected
discourse sequence includes a statement of need, response to the need, offer of appreciation,
acknowledgement of the appreciation, and a leave-taking exchange. Speaking requires that
learners not only know how to produce specific points of language such as grammar,
pronunciation, or vocabulary (linguistic competence), but also that they understand when, why,
and in what ways to produce language (sociolinguistic competence). Finally, speech has its own
skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter
 & McCarthy, 1995; Cohen, 1996). A good speaker synthesizes this array of skills and
knowledge to succeed in a given speech act.

DEFINATION

Speaking and listening involves more than analysing your ability to talk and hear other people.
It is about adapting language to suit the situation and linking your listening and speaking skills
to be able to respond to any argument.

Speaking is about presenting information and ideas, backing them up with non-verbal
(unspoken) techniques. It also shows how you can adapt from writing texts to presenting them
in spoken form. There are three types of speaking assessments in this unit. You will be assessed
on one task in each category: Presenting, Listening and Speaking and Role-playing.
This unit is about how you communicate with others. You will have to think about how you
present information and use persuasive techniques and body language when you talk. As well as
this, you will be assessed on how you listen and respond to other people in your class.

Things to consider during speaking

 How you use spoken language
 How you use your voice
 How you use body language
 Listening to others
 How to react to the language and tone of other people
 Exploring questions and responding to problems through developing your ideas
 Context – real life talk situations and target audiences beyond the classroom

OBJECTIVES
  The students will identify main ideas.
 The students will identify important details.
 The students will distinguish more important ideas from less important ones.
 The students will learn to use strategies to listen actively.
 The students will learn strategies to take clear notes.
 The students will use their notes to organize their ideas.
 The students will identify words and/or phrases related to the topic.
 The students will draw inferences relying on the context.
 The students will express themselves fluently.
 The students will express themselves with acceptable accuracy.
 The students will convey their ides clearly.
 The students will participate in discussions.
 The students will analyze and synthesize information presented in different sources.

DIFFERENCE BETWEEN SPEAKING AND TALKING

There is not much difference between speak and talk. They are usually both possible in most
situations.
Talk is less formal than speak. In fact, talk is the usual word to refer to informal
communication.

 I want to talk to you.

 I think you should talk to him.
 I don’t know why she has stopped talking to me.
 I would like to talk to you about the film I watched yesterday.
 Stop talking nonsense.
 We talked for an hour.

Speak is often used for exchanges in more serious or formal situations.

 Speak your mind.

 I was so shocked that I could hardly speak.
 They are not speaking anymore.
 Actions speak louder than words.

Speak is not usually used before sense, nonsense and other words with similar
meanings.Lecturesetc

Talk is often used for the act of giving an informal lecture. Speak is preferred for more formal
lectures.

Compare:

 This is Ms Susan Fernandez, who is going to talk to us about cookery.

 This is Professor Susan Fernandez, who is going to speak to us on recent developments
in stem-cell therapy.

Speak is the usual word to refer to a person’s ability to speak a language.

 She can speak English. (NOT She can talk English.)

 She speaks ten languages fluently.
Speak is also the word to refer to speech on the phone.

PROCESS OF SPEAKING

The major process is the decoding process, or “sensing (for example, hearing or seeing) a
source’s message, interpreting the source’s message, evaluating the source’s message, and
responding to the source’s message”. Decoding is relevant in the public speaking context when,
as an audience member, you listen to the words of the speech, pay attention to nonverbal
behaviors of the speaker, and attend to any presentation aids that the speaker uses. You must
then interpret what the speaker is saying.

Encoding and decoding are perceived as distinct for sources and receivers. Furthermore, the
interactional model cannot handle situations where multiple sources are interacting at the same
time . To address these weaknesses, proposed a transactional model of communication. The
basic premise of the transactional model is that individuals are sending and receiving messages
at the same time. Whereas the interactional model has individuals engaging in the role of either
source or receiver and the meaning of a message is sent from the source to the receiver, the
transactional model assumes that meaning is co-created by both people inter
BARRIERS OF SPEAKING

1. Usage of words that can cause ambiguity. Words can mean different things to
different people. So, we need to be aware that our expected meaning may be different from that
of the other person. This can have unfortunate repercussions at times.

2. Alert Listener- One needs to be an alert listener. Poor listening can lead to
misunderstanding of what is being said or can also lead to a poor response. Listening is not just
hearing the words said, but s lot more.

Listening well is one of the best things. It helps immensely to provide the speaker with the
desired response that in turn leads to a healthy conversation.

3. Emotional Barriers- Some people find it difficult to express themselves. They are
complete introverts and take their own time to come out of the shell. This acts as the biggest
hurdle as breaking the ice at the preliminary stage is of immense importance.

4. Language Barriers- Communication occurs across the globe. Different countries have
different accents and different languages. This language difference can lead to difficulty in
understanding unfamiliar accents that acts as a barrier.

5. Lack of interest- If the listener shows lack of interest the it becomes a barrier in
communication. Not only lack of interest, but lack of attention, distractions or irrelevance to the
receiver are the factors that become barriers while speaking.

6. Cultural differences- Different cultures greatly vary in the norms of social interaction,
as the way in which emotions are expressed differ greatly.

7. Psychological barriers- It is a state in which the receiver will be influenced by the message
that is received. In other words, it is the manner in which the message can be taken by the receiver

OVERCOME BARRIERS:
1-Eliminating differences in perception: The organization should ensure that it is
recruiting right individuals on the job. It’s the responsibility of the interviewer to ensure that the
interviewee has command over the written and spoken language.

2-Use of Simple Language: Use of simple and clear words should be emphasized. Use of
ambiguous words and jargons should be avoided.

3-Reduction and elimination:Noise is the main communication barrier which must be

overcome on priority basis. It is essential to identify the source of noise and then eliminate that
source.

4-Active Listening: Listen attentively and carefully. There is a difference between

“listening” and “hearing”. Active listening means hearing with proper understanding of the
message that is heard. By asking questions the speaker can ensure whether his/her message is
understood or not by the receiver in the same terms as intended by the speaker.

5-Emotional State: During communication one should make effective use of body
language. He/she should not show their emotions while communication as the receiver might
misinterpret the message being delivered. For example, if the conveyer of the message is in a
bad mood then the receiver might think that the information being delivered is not good.

HOW TO BECOME A GOOD SPEAKER

1. Stop trying to be someone else.

If you are funny, be funny. If you are informal, be informal. There is no one right way to be a
great speaker. Rather than a performance, think of it as sharing your ideas and experiences to
help others.

2. Don’t look for approval. Focus on contributing.

This was a big one for me. If you have your mind on I want to be good, then you will stay
inwardly focused. Instead, think about helping even one audience member see a familiar topic
differently, hear a great idea they can use or receive needed encouragement.

3. Practice A lot.

I wish there were an easier way, but I haven’t found it. The more I speak, the more comfortable
I get. I think it’s a little like playing Major League Baseball—the crowds won’t get to you if
you are comfortable at the plate.

4. Watch TED Talks.

There are thousands of TED videos that serve as an instructional library on speaking. These
presenters have spent weeks preparing so they can give it their best. Watch how they share their
thoughts and connect with the audience.

5. Know your content cold.

This doesn’t mean memorize what you want to say—but go through your key points multiple
times so that it’s very familiar and firm in your mind. Prepare well. When you get nervous,
really knowing what you want to say will help calm the nerves.
ACTIVITES OF LISTENING SKILLS

Listening Activity: 1

It was time for a haircut. Lenny didn't even have to look in the mirror. Even though he was
going bald, he knew that he needed to cut his hair every two weeks.

He had a "tongue" of hair on the top of his head. His hair was thinning at the crown. He still had
plenty of hair on the sides and back. It was what they call "salt and pepper," a mixture of gray
hair and dark brown hair. It was only a few years, he figured, until the salt and pepper became
just salt.

He never let his hair grow for more than two weeks. The longer it got, the worse it looked, he
thought.

He spread a newspaper over the bathroom sink so that no hair went down the drain. He plugged
in the clippers and started cutting his hair. He started at the back of his head, went to the sides,
and finished on the top. Every minute or so, he had to clean the hair out of the blades with an
old toothbrush.

Finished, he picked up a hand mirror to check out the back of his head. Everything looked okay.
He carried the newspaper back out to the kitchen and shook the hair clippings into the trash can.
Then he took a shower.

Summary

Even though he was going bald, he knew that he needed to cut his hair every two weeks. He had
a "Tongue" of hair on the top of his head. His hair was thinning at the crown. It was what they
call "Salt and pepper," a mixture of gray hair and dark brown hair.He spread a newspaper over
the bathroom sink so that no hair went down the drain.He plugged in the clippers and started
cutting his hair.Every minute or so, he had to clean the hair out of the blades with an old
toothbrush.He carried the newspaper back out to the kitchen and shook the hair clippings into
the trash can.

{ Listening Activity audio 1 recorded in CD }

Listening Activity: 2

Laura went to the stable. Four horses stood there. She put a saddle on Star. He was seven years
old, big and dark brown. Her sister came out to the stable. They were both going to exercise the
horses. It was a warm, sunny day. Janice saddled up Moonbeam, a white mare. They got on the
horses and started walking them.

A few minutes later, Laura was telling Janice about the new doctor in her hospital. She raised
her hand for a second to make a point. Just then, Star bucked. Laura went flying into the air. She
landed on her head and shoulder on the grass.

"Oh, my gosh!" Jan cried. "Laura, are you all right?"

Laura moaned. Jan gently rolled her over. She didn't see any blood. That's good, she thought.

"Can you move? You're not paralyzed anywhere, are you?"

Jan pulled Laura up into a sitting position. Laura slightly moved her legs and arms. She wasn't
paralyzed. When she moved her right hand to touch her head, she groaned.

"What's the matter?"

"That hurt. When I moved my arm, it hurt."

They still didn't see any blood. Jan unbuttoned the top buttons on Laura's blouse and looked at
Laura's right collarbone.
Summary

A few minutes later, Laura was telling Janice about the new doctor in her hospital. "Can you
move? You're not paralyzed anywhere, are you?" Jan pulled Laura up into a sitting
position.When she moved her right hand to touch her head, she groaned. "What's the matter?"
"That hurt. When I moved my arm, it hurt." They still didn't see any blood.Jan unbuttoned the
top buttons on Laura's blouse and looked at Laura's right collarbone.

{ Listening Activity audio 2 recorded in CD }

Listening activity: 3

Henry went out to the front of the apartment building and turned off the main water
valve. No one was home in the building except Stanley, so Henry didn't have to warn the
neighbors about the shutoff. Back in the bathroom, Henry flushed the toilet. Then he used a
couple of rags to dry and clean the bottom of the toilet tank. He unscrewed the plastic
Fluidmaster 400A Fill Valve and removed it. He replaced it with a new fill valve.

"When the water keeps running, it's usually your fill valve. It could also be the flapper,
but your flapper looks okay. Plus, it's a weird‐looking flapper. I'd probably have to special
order it."

Henry tightened the plastic nut below the tank, securing the fill valve.

"You mustn't over‐tighten this, because it'll break," he said. "In the old days, we used
rubber gaskets and metal nuts and washers. Nowadays, everything is cheap plastic."

He went back outside, turned on the main valve, and returned. He flushed the toilet,
waited for the bowl to refill and for the new fill valve to shut off the water. It shut off exactly
at the Water Line mark.

"We got lucky," Henry said. "I don't have to fiddle around adjusting the fill valve. That's
good, because I'm a little late for another job right now."

Henry flushed the toilet again, and watched the bowl and the tank fill.

"That does it," he told Stanley. Stanley thanked him and paid him.

Three hours later, Stanley noticed a puddle of water, hardly bigger than a quarter, on the
bathroom floor. He called Henry, who said the plastic nut just needed a little tightening. But
because he was working all that day on another job, he wouldn't be able to come over until
tomorrow. He told Stanley to put a big plastic bowl under the tank and not to worry.
 "It's just a tiny leak. Your bathroom won't get flooded."

Summary

Henry went out to the front of the apartment building and turned off the main water valve. No
one was home in the building except Stanley, so Henry didn't have to warn the neighbors about
the shutoff. He unscrewed the plastic Fluidmaster 400A Fill Valve and removed it. "When the
water keeps running, it's usually your fill valve. It could also be the flapper, but your flapper
looks okay. Plus, it's a weird‐looking flapper. I'd probably have to special order it." Henry
tightened the plastic nut below the tank, securing the fill valve. "In the old days, we used rubber
gaskets and metal nuts and washers. Nowadays, everything is cheap plastic." He went back
outside, turned on the main valve, and returned. He flushed the toilet, waited for the bowl to
refill and for the new fill valve to shut off the water."I don't have to fiddle around adjusting the
fill valve. That's good, because I'm a little late for another job right now." Henry flushed the
toilet again, and watched the bowl and the tank fill. Three hours later, Stanley noticed a puddle
of water, hardly bigger than a quarter, on the bathroom floor. He called Henry, who said the
plastic nut just needed a little tightening.He told Stanley to put a big plastic bowl under the tank
and not to worry

{ Listening Activity audio 3 recorded in CD }

Listening activity: 4

There are some "good" things about the disease of tuberculosis (TB). One is that it can
be cured. Another is that TB is not spread by shaking hands, sharing dishes, or sharing
clothing. Another is that people usually catch it only from others that they are with constantly,
such as family, friends, or coworkers. The occasional cough or sneeze from a nearby stranger
doesn't transmit TB.

Many people think TB is rare, like bubonic plague or smallpox. Yet TB still occurs
worldwide, killing almost 2 million people a year! Most victims are young or elderly, and live
in developing countries. Yet even in developed countries, TB is a killer. In the U.S., TB killed
650 people in 2005.

Caused by bacteria, most forms of TB can be treated with antibiotics. The antibiotics
must be taken for weeks, however, before the victim completely recovers. Ignoring doctor's
orders, some victims stop taking their antibiotics as soon as they start feeling better; they risk
catching a stronger version of TB in the future.

TB usually attacks the lungs. Symptoms vary. But common symptoms include fatigue,
lots of coughing, loss of appetite, chest pain, and spitting up blood. A simple skin test,
followed if necessary by a chest x‐ray, will determine if active TB exists. If so, a doctor will
prescribe antibiotics.

More than a billion people have inactive TB. It becomes active and life‐threatening only
when a person's immune system weakens because of aging or a serious illness
Summary

Another is that TB is not spread by shaking hands, sharing dishes, or sharingclothing.

Another is that people usually catch it only from others that they are withconstantly, such as fa
mily, friends, or coworkers.The occasional cough or sneeze from a nearby stranger doesn't trans
mit TB.Many people think TB is rare, like bubonic plague or smallpox.TB still occurs worldwid
e, killing almost 2 million people a year! Most victims areyoung or elderly, and live in developi
ng countries.In the U.S., TB killed 650 people in 2005.Caused by bacteria, most forms of TB ca
n be treated with antibiotics.The antibiotics must be taken for weeks before the victim completel
y recovers.Ignoring doctor's orders, some victims stop taking their antibiotics as soon asthey sta
rt feeling better; they risk catching a stronger version of TB in thefuture.Common symptoms inc
lude fatigue, lots of coughing, loss of appetite, chestpain, and spitting up blood.More than a billi
on people have inactive TB. It becomes active and life‐threatening only when a person's immun
e system weakens because of aging ora serious illness.

{ Listening Activity audio 4 recorded in CD }

Listening activity: 5

He arrived home a little bit hungry. First, he had to take a small package of ham out of the
freezer. But before he did that, he took the big pot off the stove and put about an inch of water
in the bottom. Then he put the steamer basket into the pot. He put the pot on the stove and
turned on the gas burner.

He opened the refrigerator and took out an eggplant. He washed the eggplant with soap and
water, and then rinsed it. He sliced the eggplant into thin sections, and put them all into the big
pot. He put the lid on the pot and set the timer to 20 minutes.

In 20 minutes, the eggplant would be deliciously soft, almost like pudding. He would take half
of it out of the pot, and put it into a bowl. Then he would add a little butter, salt, ground pepper,
and fresh‐squeezed lemon juice. Then he would chop up some microwaved ham, add it to the
eggplant, and enjoy! But first, he needed to take the ham out of the freezer.

Before he did that, he took a lemon out of the fruit bowl on top of the refrigerator. He sliced it
in half and looked around for the lemon squeezer. It was supposed to be hanging on a hook
above the sink. It wasn't, of course. He dug through the pile of clean dishes in his sink. It wasn't
there. He looked through all the stuff on all the countertops. He looked on the stovetop, in the
fridge, and in the microwave. He looked in the kitchen drawers. He gave up.

He sat down at the dining table and cursed his lack of organization. I've spent half of my life
looking for things I've spent the other half misplacing, he muttered. Just then, he spotted the
lemon squeezer, sitting on top of his printer. Of course, he thought. Where else would it be?

The timer went off. He turned off the burner. He squeezed the lemon. He took half the eggplant
out of the pot, put it into a bowl, added butter, and watched it melt. He shook salt and grinded
pepper onto the eggplant, poured the lemon juice on the eggplant, and sat down at the dining
table. He took a bite. It was delicious! But, something was missing. What was it? Just before the
last bite of eggplant, he remembered.
Summary

He opened the refrigerator and took out an eggplant. He washed the eggplant with soap and
water, and then rinsed it. He sliced the eggplant into thin sections, and put them all into the big
pot. In 20 minutes, the eggplant would be deliciously soft, almost like pudding. Then he would
chop up some microwaved ham, add it to the eggplant, and enjoy! But first, he needed to take
the ham out of the freezer. He took half the eggplant out of the pot, put it into a bowl, added
butter, and watched it melt. He shook salt and grinded pepper onto the eggplant, poured the
lemon juice on the eggplant, and sat down at the dining table

{ Listening Activity audio 5 recorded in CD }

Listening Activity: 6

What a wonderful fruit the banana is, popular all over the world. Its three colors tell you
how ripe it is. Green means go, as in go find another banana. Yellow means eat me. Brown
means eat me but don't bother chewing before you swallow. The only thing that would make a
banana more user‐friendly is if you could eat the peel. Plus, a banana is neat to eat. When you
bite into it, you don't have to worry about juice squirting all over yourself and your dinner
neighbors (like oranges or grapefruit, for example). And it's a silent food. You can chew it all
you like without driving your neighbors crazy with crunching sounds (like apples or carrots,
for example). Finally, it's easy to cut. You don't need a steak knife; you can slice it with a fork
or a spoon, if you like.

You're never too young or too old to eat bananas. Babies eat mashed bananas before their
teeth grow in. Great‐great‐grandparents eat mashed bananas after their teeth fall out.

The banana is versatile. You can fry it, bake it, mash it, or eat it raw. You can slice it and
put it on your breakfast cereal. At lunchtime you can snack on a raw banana, or make a peanut
butter and banana sandwich, or eat a bag of dried bananas. You can add a banana to your ice
cream for dessert and call it a banana split. You can order a healthful banana smoothie at your
local smoothie store. On weekends you can order a banana daiquiri at your local bar or
restaurant.

Here in the U.S., we get most of our bananas from Ecuador and Costa Rica, although the
fruit reportedly originated in Asia. Bananas give us lots of potassium and vitamins A and C,
and hardly any sodium. The price of bananas hasn't changed much over recent years—they're
still about 65 cents a pound, despite rising gas and labor prices. If that's too expensive, you
can still get three pounds for a buck at many dollar stores.
Summary

What a wonderful fruit the banana is, popular all over the world. The only thing that would
make a banana more user‐friendly is if you could eat the peel. You're never too young or too old
to eat bananas. Babies eat mashed bananas before their teeth grow in. Great‐great‐grandparents
eat mashed bananas after their teeth fall out. At lunchtime you can snack on a raw banana, or
make a peanut butter and banana sandwich, or eat a bag of dried bananas. You can add a banana
to your ice cream for dessert and call it a banana split. You can order a healthful banana
smoothie at your local smoothie store. On weekends you can order a banana daiquiri at your
local bar or restaurant. The price of bananas hasn't changed much over recent years-they're still
about 65 cents a pound, despite rising gas and labor prices.

{ Listening Activity audio 6 recorded in CD }

Listening Activity: 7

The three brothers went out on the river almost every day, weather permitting. They tied
some rowboats behind their boat to use as floating trash cans. They picked up all the trash
they could see floating in the river. Friends joined them. Then friends told other friends, and
by the end of the first year there were more than 200 volunteers helping the Green Fleet clean
up the river. In the first 365 days, the brothers estimated that they had removed more than 10
tons of trash from the river. Their work was creating a cleaner‐looking and cleaner‐smelling
river.

Corporations got involved and donated money and materials. By the end of the second
year, the Green Fleet had grown to four boats and four barges. The brothers appeared on radio
talk shows and on local and national TV shows. Activists throughout the nation began
organizing their own Green Fleets.

The Green Fleet got bigger and better every year. Five years after its inception, the three
brothers were able to go snorkeling on weekends in their river. Unfortunately, a year later,
Manny accidentally stuck himself with a hypodermic needle while picking up a dirty plastic
bag. He got an infection but didn't see a doctor until it was too late. At Manny's funeral, his
brothers vowed to carry on their volunteer work until they were too sick or old to do longer.

Summary

The three brothers went out on the river almost every day, weather permitting.They picked up al
l the trash they could see floating in the river.Then friends told other friends, and by the end of t
he first year there were morethan 200 volunteers helping the Green Fleet clean up the river.In th
e first 365 days, the brothers estimated that they had removed more than10 tons of trash from th
e river.The brothers appeared on radio talk shows and on local and national TV shows.Five year
s after its inception, the three brothers were able to go snorkeling onweekends in river.
{ Listening Activity audio 7 recorded in CD }
Listening activity: 8

Johnny asked Dotty how her first day in her Duarte ESL class was. It was terrible, she
told him. She understood little of what the Level 4 teacher said. He spoke too fast for her. She
had struggled through a Level 3 class at a Monrovia school.

When the teacher asked if there were any questions, she told him that she didn't
understand most of what he had said. He told her not to worry; she could take the class again
if she failed it the first time. She didn't want to fail it the first time, however, or any time.

He gave them homework the first day, of course. They were supposed to write a
300‐word essay supporting gun control. Of course, Dotty said, she could write that essay in
her native language. But there was no way she could write it in English. She showed Johnny
the textbook. The print was so tiny that trying to read just a few pages gave her a headache.
On top of that was all the new vocabulary on each page. "I'm going to drop the class," she
said. She wanted to cry. When was she ever going to learn this language?

Summary

Johnny asked Dotty how her first day in her Duarte ESL class was. She understood little of what
the Level 4 teacher said. She had struggled through a Level 3 class at a Monrovia school. He
told her not to worry; she could take the class again if she failed it the first time. She didn't want
to fail it the first time or any time. They were supposed to write a 300‐word essay supporting
gun control. "I'm going to drop the class," she said.

{ Listening Activity audio 8 recorded in CD }

Listening Activity: 9

Cynthia and George went shopping together at Wal‐Mart. "I need a water dispenser for
my office," Cynthia told George.

"What do you mean by 'water dispenser'?" George asked.

"You know, one of those things that they put the big five‐gallon jug upside down into.
Then you can pour yourself cold water using the blue handle, or hot water using the red
handle," Cynthia said.

George tried to tell her that she had too few clients coming to her office to need such a
dispenser. He told her to buy a case of bottled water. She could keep the bottles cold in the
office refrigerator. Plus, she had a stove and a coffeemaker in her office, so she could use
either of them to produce hot water for her clients or herself.

"A contract with a water company is going to cost you at least $30 a month," he argued.
"And maybe you won't even be consuming that much water a month. Why don't you wait a
few months and see how many clients you get and then decide if a water dispenser is
absolutely necessary? If it is, buy it then. There's no rush to buy it now."

In addition, he argued, the trunk of her car was too small for the dispenser to fit into.
Nor would it fit into her back seat. So, "end of argument," he concluded. They left Wal‐Mart.
Cynthia dropped George off at his place, and then drove back to Wal‐Mart. The dispenser
was in a box that was almost the size of Cynthia, but she carted it out to the parking lot and
managed, somehow, to get it into her trunk.

That night, when George called, he asked, "You didn't go back to Wal‐Mart and buy that
thing, did you?"

"Of course not!" she told him.

Summary

Cynthia and George went shopping together at Wal‐Mart."I need a water dispenser for my offic
e," Cynthia told George."What do you mean by 'water dispenser'?" George asked."You know, o
ne of those things that they put the big five‐gallon jug upside downinto. Then you can pour your
self cold water using the blue handle, or hot waterusing the red handle," Cynthia said.George tri
ed to tell her that she had too few clients coming to her office to needsuch a dispenser.Plus, she
had a stove and a coffeemaker in her office, so she could use either ofthem to produce hot water
for her clients or herself."A contract with a water company is going to cost you at least $30 a m
onth," heargued."And maybe you won't even be consuming that much water a month. Why don'
tyou wait a few months and see how many clients you get and then decide if awater dispenser is
absolutely necessary? If it is, buy it then. There's no rush tobuy it now." In addition, he argued,
the trunk of her car was too small for thedispenser to fit into.Cynthia dropped George off at his
place, and then drove back to Wal‐Mart.The dispenser was in a box that was almost the size of
Cynthia, but she cartedit out to the parking lot and managed, somehow, to get it into her trunk.

{ Listening Activity audio 9 recorded in CD }

Listening activity: 10

Ted Nugent was in love. Unfortunately, he wasn't in love with his wife. He was in love
with his girlfriend. He had met Lauren at a car show. She was one of the pretty models who
gave sales pitches extolling the wonders of the new cars. To impress her, Ted promised that
he would buy a new Mercedes if she would go out with him. She said yes, and one thing led
to another.

Ted's wife, Stephanie, wondered why Ted bought the new car, since he had just bought a
new Cadillac two years ago. Because Stephanie liked the Cadillac so much, Ted said, it was
now hers. He had bought the Mercedes for himself. Ted started staying late "at the office." He
told Stephanie that he had to work extra hours to help pay for the Mercedes. She didn't mind;
she was enjoying her Cadillac.

When Lauren's birthday rolled around, Ted called up 1‐800‐Blossom and sent her three
dozen roses. To ensure that the transaction would be private, he put it on his business credit
card. Even though Ted had to give his home phone and address, the Blossom representative
promised that no paperwork would go to Ted's home.

A week later, Stephanie greeted the mailman at the mailbox. He handed her the mail,
including an envelope marked "Thank You, 1‐800‐Blossom." Stephanie was curious. It wasn't
her birthday, or Valentine's Day, or their anniversary. Why on earth had Ted ordered flowers?
Opening the envelope, she hoped she wasn't going to ruin a surprise from her husband. The
enclosed letter thanked Ted for his order of three dozen roses. The letter even included the
note that went with the flowers: "My darling Lauren: These roses aren't half as pretty as you
are." The letter offered a 10‐percent discount on Ted's next order.

When Ted got home late that night, he found an angry note on the door explaining why
all the locks had been changed. Four weeks later, Ted sued 1‐800‐Blossom for ruining his
marriage.
summary

Ted's wife, Stephanie, wondered why Ted bought the new car, since he had just bought a new
Cadillac two years ago.Because Stephanie liked the Cadillac so much, Ted said, it was now
hers. Ted started staying late "At the office." He told Stephanie that he had to work extra hours
to help pay for the Mercedes. Even though Ted had to give his home phone and address, the
Blossom representative promised that no paperwork would go to Ted's home. The enclosed
letter thanked Ted for his order of three dozen roses. The letter even included the note that went
with the flowers: "My darling Lauren: These roses aren't half as pretty as you are." The letter
offered a 10‐percent discount on Ted's next order. Four weeks later, Ted sued 1‐800‐Blossom
for ruining his marriage.

{ Listening Activity audio 10 recorded in CD }

 SPEAKING ACTIVITES

Speaking activity: 1

The Group of Frogs

were traveling through the forest when two of them fell into a deep pit. When the other frogs
saw how deep the pit was, they told the two frogs that there was no hope left for them.

However, the two frogs ignored their comrades and proceeded to try to jump out of the pit.
However, despite their efforts, the group of frogs at the top of the pit were still saying that they
should just give up as they’d never make it out.

Eventually, one of the frogs took heed of what the others were saying and he gave up, jumping
even deeper to his death. The other frog continued to jump as hard as he could. Once again, the
group of frogs yelled at him to stop the pain and to just die.He ignored them, and jumped even
harder and finally made it out. When he got out, the other frogs said, “Did you not hear us?”

The frog explained to them that he was deaf, and that he thought they were encouraging him
the entire time.

Moral of the story: People’s words can have a huge effect on the lives of others. Therefore,
you should think about what you’re going to say before it comes out of your mouth – it might
just be the difference between life and death.

{ speaking activity 1 recorded in CD drive }

Speaking Activity: 2

A Pound of Butter

Once, there was a farmer who regularly sold butter to a baker. One day, the baker decided to
weigh the butter to see if he was getting the exact amount that he asked for. He found out that
he wasn’t, so he took the farmer to court.

The judge asked the farmer if he uses any measure to weigh the butter. The farmer replied,
“Your Honor, I’m primitive. I don’t have a proper measure, but I do have a scale.”

The judge replied, “Then how do you weigh the butter?”

The farmer replied; “Your Honor, long before the baker started buying butter from me, I have
been buying a pound loaf of bread from him. Every day, when the baker brings the bread, I put
it on the scale and give him the same weight in butter. If anyone is to be blamed, it’s the baker.”

Moral of the story: In life, you get what you give. Don’t try to cheat others.

{ speaking activity 2 recorded in CD drive }

Speaking Activity: 3

The Obstacle in Our Path

In ancient times, a king had his men place a boulder on a roadway. He then hid in the bushes,
and watched to see if anyone would move the boulder out of the way. Some of the king’s
wealthiest merchants and courtiers passed by and simply walked around it.

Many people blamed the King for not keeping the roads clear, but none of them did anything
about getting the stone removed.

One day, a peasant came along carrying vegetables. Upon approaching the boulder, the peasant
laid down his burden and tried to push the stone out of the way. After much pushing and
straining, he finally managed.

After the peasant went back to pick up his vegetables, he noticed a purse lying in the road where
the boulder had been. The purse contained many gold coins and note from the King explain that
the gold was for the person who removed the boulder from the road.

Moral of the story: Every obstacle that we come across gives us an opportunity to improve
our circumstances, and while the lazy complain, others are creating opportunities through their

Once upon a time, a man kind hearts, generosity, and willingness to get things done.

{ speaking activity 3 recorded in CD drive }

Speaking Activity: 4
The Butterfly

found a butterfly that was starting to hatch from its cocoon. He sat down and watched the
butterfly for hours as it struggled to force itself through a tiny hole. Then, it suddenly stopped
making progress and looked like it was stuck.

Therefore, the man decided to help the butterfly out. He took a pair of scissors and cut off the
remaining bit of the cocoon. The butterfly then emerged easily, although it had a swollen body
and small, shriveled wings.

The man thought nothing of it, and he sat there waiting for the wings to enlarge to support the
butterfly. However, that never happened. The butterfly spent the rest of its life unable to fly,
crawling around with small wings and a swollen body.

Despite the man’s kind heart, he didn’t understand that the restricting cocoon and the struggle
needed by the butterfly to get itself through the small hole were God’s way of forcing fluid from
the body of the butterfly into its wings to prepare itself for flying once it was free.

Moral of the story: Our struggles in life help to develop our strengths. Without struggles,
we never grow and get stronger, so it’s important for us to tackle challenges on our own, and
not rely on help from others all the time.

{ speaking activity 4 recorded in CD drive }

Speaking activity: 5

The Blind Girl

There once was a blind woman who hated herself purely because she could not see. The only
person she loved was her boyfriend, as he was always there for her. She said that if she could
only see the world, then she would marry him.

One day, someone donated a pair of eyes to her – now she could see everything, including her
boyfriend. Her loving boyfriend asked her, “now that you can see the world, will you marry
me?”

The woman was shocked when she saw that her boyfriend was blindtoo, and refused to marry
him. Her boyfriend walked away in tears, and wrote a short note to her saying: “Just take care of
my eyes, dear.”

Moral of the story: When our circumstances change, so does our mind. Some people may
not be able to see the way things were before, and might not be able to appreciate them.

{ speaking activity 5 recorded in CD drive }

Speaking Activity: 6

An Old Man Lived in the Village

An old man lived in the village. The whole village was tired of him; he was always gloomy, he
constantly complained and was always in a bad mood. The longer he lived, the viler he became
and more poisonous were his words. People did their best to avoid him because his misfortune
was contagious. He created the feeling of unhappiness in others.

But one day, when he turned eighty, an incredible thing happened. Instantly everyone started
hearing the rumor: “The old man is happy today, he doesn’t complain about anything, smiles,
and even his face is freshened up.”

The whole village gathered around the man and asked him, “What happened to you?”

The old man replied, “Nothing special. Eighty years I’ve been chasing happiness and it was
useless. And then I decided to live without happiness and just enjoy life. That’s why I’m happy
now.”

Moral of the story: Don’t chase happiness. Enjoy your life.

{ speaking activity 6 recorded in CD drive }

Speaking Activity: 7

Having a Best Friend

Two friends were walking through the desert. At one stage in their journey, they had an
argument and one friend slapped the other one in the face.

The one who got slapped was hurt, but without saying anything he wrote in the sand, “Today
my best friend slapped me in the face.”

They kept on walking until they found an oasis, where they decided to have a wash. The one
who had been slapped got stuck in a mire and started drowning, but his friend saved him. After
he had recovered from his shock, he wrote on a stone, “Today my best friend saved my life.”

The friend who slapped and saved his best friend asked him, “After I hurt you, you wrote in the
sand and now, you write in stone, why?”

The other friend replied, “When someone hurts us we should write it down in sand where winds
of forgiveness can erase it away. But, when someone does something good for us, we must
engrave it in stone where no wind can ever erase it.”

Moral of the story: Don’t value the things you have in your life. Value those who you have
in your life.

{ speaking activity 7 recorded in CD drive }

Speaking Activity: 8

The Greedy Lion

It was an incredibly hot day and a lion was feeling very hungry.

He crawled out of his den and searched here and there, but he could only find a small hare. He
caught the hare, but with some hesitation as he knew the hare wouldn’t fill him up.

As the lion was about to kill the hare, he spotted a deer coming his way and thought, “Instead of
eating this small hare, let me eat that big deer.”

So he let the hare go and went after the deer, but it vanished in the forest. The lion now had
nothing to eat as the hare was also long gone.

Moral of the story: A bird in the hand is worth two in the bush.

{ speaking activity 8 recorded in CD drive }

Speaking activity: 9

Two Friends and the Bear

Vijay and Raju were friends. One day while on holiday, exploring a forest, they saw a bear
coming towards them.

Naturally, they were both frightened, so Raju, who knew how to climb trees, climbed one
quickly. He didn’t spare a thought for his friend who had no idea how to climb.

Vijay thought for a moment. He had heard that animals don’t attack dead bodies, so he fell to
the ground and held his breath. The bear sniffed him, thought he was dead, and went on its way.

Raju, after he had climbed down from the tree asked Vijay, “What did the whisper in your
ears?”

Vijay replied, “The bear asked me to keep away from friends like you.”

Moral of the story: A friend in need is a friend indeed.

{ speaking activity 9 recorded in CD drive }

Speaking Activity: 10

The Fox and the Grapes

One afternoon, a fox was walking through the forest and spotted a bunch of grapes hanging
from a lofty branch.

“Just the thing to quench my thirst,” he thought.

Taking a couple of steps back, the fox jumped and just missed the hanging grapes. The fox tried
again but still failed to reach them.

Finally, giving up, the fox turned his nose up and said, “They’re probably sour anyway,” and
walked away.

Moral of the story: It’s easy to despise what you can't have.

{ speaking activity 10 recorded in CD drive }

 TELEPHONE ETIQUETTE

Telephone etiquette means being respectful to the person you are talking with, showing
consideration for the other person's limitations, allowing that person time to speak,
communicating clearly and much, much more. Your voice must create a pleasant visual
impression over the telephone.

TELEPHONE DO’S

When answering a business phone it is important that it is not allowed to ring more than three
times. Advise employees that the second or third ring is the ideal time to pick up the telephone.

 The phone should be answered with a positive greeting such as “Hello,” “Good
Morning,” or “Good Afternoon,” etc. Following the greeting the person who answers the
phone should give his or her name and the name of the business or organization that is
being contacted.
 The phone should be answered with a positive greeting such as “Hello,” “Good
Morning,” or “Good Afternoon,” etc. Following the greeting the person who answers the
 phone should give his or her name and the name of the business or organization that is
being contacted.
 Speak in a clear tone using a voice that is neither too loud nor too low. Words should be
enunciated and said slow enough that people are able to understand what is being said to
them.

TELEPHONE DON’TS
 If a person is answering the telephone, he or she should never answer on the first ring.
Callers do not expect this and will be taken off guard.
 Don’t answer the phone when eating, chewing, or drinking. If a person has anything in
his or her mouth it should be swallowed or removed before picking up the phone to
either answer it or place a call.
 If you must leave the phone, never leave the line open. Instead, place the person on hold
and check back with him or her frequently – preferably every 45 seconds.
 PARTICIPATIONIN DEBATE

Debate is a process that involves formal discussion on a particular topic. In a debate, opposing
arguments are put forward to argue for opposing viewpoints. Debate occurs in public meetings,
academic institutions, and legislative assemblies. It is a formal type of discussion, often with a
moderator and an audience, in addition to the debate participants.

3 tips to help you win every debate round:

1-Think as if you were your judge, not yourself. Remember, the only person whose
opinion matters at the end of the round is the judge’s, not yours! A common mistake
everyone in public speaking makes is assuming that because you understand the argument
that your audience does as well.

2-Always think comparatively: every argument that you make, at the end of the round,
will be compared against something the other team said.Should always be weighing the
relative importance of arguments, especially ultimate impact claims against each other.

3-Always act like you’re winning, even if you’re not: Composure, poise, ethos,
whatever you want to call it is an essential skill in public speaking and in life in general. This
does not mean be arrogant! Rather, it means that you should always display confidence in the
arguments that your team is making.
 ELOCUTION

Elocution is the study of formal speaking in pronunciation, grammar, style, and tone. Elocution
emerged as a formal discipline during the eighteenth century. One of its important figures was
Thomas Sheridan, actor and father of Richard Brinsley Sheridan. Thomas Sheridan's lectures on
elocution, collected in Lectures on Elocution (1762) and his Lectures on Reading (1775),
provided directions for marking and reading aloud passages from literature. Another actor, John
Walker, published his two-volume Elements of Elocution in 1781, which provided detailed
instruction on voice control, gestures, pronunciation, and emphasis
TIPS FOR ELOCUTION:

1. Be clear, audible and sound.

2. Stress on the most important words the most.

3. Change your pitch according to requirement.

4.Be expressive: by this I mean by your voice, your facial expression, body language.
5. Be straight and well postured

6. understand the speech and if required go though the history of the incident if thee speech was
a historical one.

7. enjoy while you are Speaking

8. Do not look for expressions n the audience

9.For not getting nervous, look at the walls or the straight at the background.

10.Have enough clarity

 INDIVIDUAL PRESENTATION

Individual Presentations. Your individual presentation is an opportunity for you to get some
practice in speaking in front of a group. Your talk should last approximately, but no more than,
four minutes. It should cover a topic that interests you and that is relevant to the course.

A presentation is the process of presenting a topic to an audience. It is typically a

demonstration, introduction,lecture, or speech meant to inform, persuade, inspire, motivate, or
to build good will or to present a new idea or product. The term can also be used for a formal or
ritualized introduction or offering, as with the presentation of a debutante. Presentations in
certain formats are also known as keynote address.

Tips T0 Effective Presentation Skills

Tips for Effective Presentations

1. Show your Passion and Connect with your Audience

It’s hard to be relaxed and be yourself when you’re nervous.

But time and again, the great presenters say that the most important thing is to connect with
your audience, and the best way to do that is to let your passion for the subject shine through.

2. Focus on your Audience’s Needs

Your presentation needs to be built around what your audience is going to get out of the
presentation.

As you prepare the presentation, you always need to bear in mind what the audience needs and
wants to know, not what you can tell them.

While you’re giving the presentation, you also need to remain focused on your audience’s
response, and react to that.

3. Keep it Simple: Concentrate on your Core Message

When planning your presentation, you should always keep in mind the question:

What is the key message (or three key points) for my audience to take away?

You should be able to communicate that key message very briefly.

Some experts recommend a 30-second ‘elevator summary’, others that you can write it on the
back of a business card, or say it in no more than 15 words.

A good presenter

Speaks with a clear voice, loud enough to reach the audience.

speaks fluently and without errors.

Has ideas which are relevant and logically organized.

Stands tall and shows confidence.

Uses eye contact to draw the audience’s attention

 GROUP DISCUTION

A discussion group is a group of individuals with similar interest who gather either formally or
informally to bring up ideas, solve problems or give comments. The major approaches are in
person, via conference call or website. People respond comments and post forum in established
mailing list, news group or IRC. Discussion group was evolved fromUSENET which is traced
back to early 80's. Two computer scientistsJim Ellis andTom Truscott founded the idea of
setting a system of rules to produce "articles", and then send back to their parallel news group.
Fundamentally, the form of discussion group was generated on the concept ofUSENET, which
emphasized ways of communication via email and web forums.

Tips for Group Discussion

 Train yourself to be a good listener. Develop the patience to listen attentively.

 Acknowledge that everyone has something valuable to say.
 When speaking in a GD, your job is to articulate your point of view in a way that is easy
for others to comprehend.
 Inculcate the good habit of structuring your thoughts and presenting them logically.
 Writing essays on a variety of topics is good practice developing thought structure.
 The only way to prepare is to read more, develop a keen interest in current affairs.
 Seek opportunities to discuss these in groups.
 Learn to respect others for what they are.
 Learn to be open-minded and recognize the fact that people think differently about
issues.
 Train your mind to think analytically.
 JAM SESSIONS

A jam session is a relatively informal musical event, process, or activity where musicians,
typically instrumentalists, play improvised solos and vamp on tunes, songs and chord
progressions. To "jam" is to improvise music without extensive preparation or predefined
arrangements, except for when the group is playing well-known jazz standards or covers of
existing popular songs. Original jam sessions, also 'free flow sessions', are often used by
musicians to develop new material (music) and find suitable arrangements. Both styles can be
used simply as a social gathering and communal practice session. Jam sessions may be based
upon existing songs or forms, may be loosely based on an agreed chord progression or
chartsuggested by one participant, or may be wholly improvisational. Jam sessions can range
from very loose gatherings of amateurs to evenings where a jam session coordinator or host acts
as a "gatekeeper" to ensure that only appropriate-level performers take the stage, to
sophisticated improvised recording sessions by professionals which are intended to be broadcast
live on radio or TV or edited and released to the public.

SKILS WE NEED TO HAVE TO SUCCEED IN A JAM SESSION

1. Communication Skills
2. Creativity
3. Confidence
4. Eye Contact
5. Good Listening Skills
Tips To Speak In a Jam Session

The mantra is ‘Structure‘. Follow a distinctive flow.Think of subcategories for any given topic
and then expand on that.

Category1:You CanTalk About The Primary SourceCategory 2: You Can Talk About The
Advantages/Ill-Effects
 INTERVIEW SKILLS

DEFINITION:

Interview is the widely used (election method. It is a face-to-face interaction between

interviewee and interviewer. If handled carefully, it can be a powerful technique in having
accurate information of the interviewee otherwise unavailable. At the same time, if the
interview is not handled carefully, it can be a source of bias, restricting or distorting the flow of
communication.

Different scholars have defined ‘interview’ differently. According to Scott and others, “an
interview is a purposeful exchange of ideas, the answering of questions and communication
between two or more persons”. Bingham and others define an interview as a ‘conversation with
a purpose”.
10 Tips To Improve Interview Performance

 Practice good nonverbal communication

It's about demonstrating confidence: standing straight, making eye contact and connecting with
a firm handshake. That first nonverbal impression can be a great beginning—or quick ending—
to your interview.

 Dress for the job or company

Today's casual dress codes do not give you permission to dress as "they" do when you
interview. It is important to know what to wear to an interview and to be well-groomed.
Whether you wear a suit or something less formal depends on the company culture and the
position you are seeking. If possible, call to find out about the company dress codebefore the

interview.

 Listen

From the very beginning of the interview, your interviewer is giving you information, either
directly or indirectly. If you are not hearing it, you are missing a major opportunity. Good
communication skills include listening and letting the person know you heard what was said.
Observe your interviewer, and match that style and pace.

 Don't talk too much

Telling the interviewer more than he needs to know could be a fatal mistake. When you have
not prepared ahead of time, you may ramble when answering interview questions, sometimes
talking yourself right out of the job. Prepare for the interview by reading through the job
posting, matching your skills with the position's requirements and relating only that information.
  Don't be too familiar

The interview is a professional meeting to talk business. This is not about making a new friend.
Your level of familiarity should mimic the interviewer's demeanor. It is important to bring
energy and enthusiasm to the interview and to ask questions, but do not overstep your place as a
candidate looking for a job.

 Use appropriate language

It's a given that you should use professional language during the interview. Be aware of any
inappropriate slang words or references to age, race, religion, politics, or sexual orientation—
these topics could send you out the door very quickly.

 Don't be cocky

Attitude plays a key role in your interview success. There is a fine balance between confidence,
professionalism, and modesty. Even if you're putting on a performance to demonstrate your
ability, overconfidence is as bad, if not worse, as being too reserved.

 Take care to answer the questions

When interviewers ask for an example of a time when you did something, they are asking
behavioural interview questions, which are designed to elicit a sample of your past behaviour. If
you fail to relate a specific example, you not only don't answer the question, but you also miss
an opportunity to prove your ability and talk about your skills.

 Ask questions

When asked if they have any questions, most candidates answer, "No." Wrong answer. Part of
knowing how to interview is being ready to ask questions that demonstrate an interest in what
goes on in the company. Asking questions also gives you the opportunity to find out if this is
the right place for you. The best questions come from listening to what you're asked during the
interview and asking for additional information.
  Don't appear desperate

When you interview with the "please, please hire me" approach, you appear desperate and less
confident. Reflect the three Cs during the interview: cool, calm, and confident.

 Bonus tip: Work on your answers

You know you can do the job; make sure the interviewer believes you can, too. One way to do
this is by preparing well-thought-out answers to questions they're most likely to ask. Need some
help with that? Join Monster for free today. As a member, you'll get interview insights, career
advice, and job search tips sent directly to your inbox so you can come across as a strong, viable
candidate. From ice breakers ("Tell me about yourself") to the nitty-gritty ("What's your biggest
weakness?"), Monster's expert advice can help you craft answers that highlight your skills and
eagerness to get the job.
 ORATOR

An orator, or oratist, is a public speaker, especially one who is eloquent or skilled. Those who
have been noted as famous specifically for their oratory abilities, or for a particularly famous
speech or speeches. Most religious leaders and politicians (by nature of their office) may
perform many speeches, as may those who support or oppose a particular issue. To include
them all would be prohibitive.

Definition of 'ORATOR'
An orator is someone who is skilled at making formal speeches, especially ones whichaffect people's
feelings and beliefs.

Ways to Improve Your Oratory Skills

Grow your confidence

The most fundamental oratory skill is confidence. It can be difficult to build confidence but
practicing the other 6 techniques below, you will have greater faith in your ability to present.
Some people find it useful to adopt an ‘on-stage persona’ of someone who is confident and
influential, as then they can separate their speech from their natural self. They are then able to
view their speech as more of a performance, and therefore act more confident.
  Expect to be nervous
 Prepare your speech
 Practice in a realistic environment
 Breathe deeply to expand vocal range
 Rehearse out loud
 Focus on your audience
 Visualize success
 Connect with your audience

Use suitable content

The content of your speech is also important. When preparing your speech, make sure your
message is suitable for your audience and stay away from acronyms and jargon words if your
audience is not familiar with the topic. Using metaphors and quotations can help bring your
speech to life and keep the audience engaged. You should make sure that your speech starts and
ends on the most powerful statements or the points you most want your audience to take away
with them.

Know your audience

One of the most difficult but essential oratory skills is the ability to connect with your audience.
This can be done through what you’re saying and your body language. Remember that your
audience are just people and people connect over shared experiences or values.

Make use of your vocal range

Your speech will come across as boring if you speak in a monotonous tone and your audience
will lose interest very quickly. The human voice is technically capable of 24 notes on a musical
scale yet most people only use 3 in their everyday conversations.
Consider length

Ensure your speech is within a time constraint, if you are given one. If you’re not given a
timeframe then it’s always better to be thorough but brief. If your speech is interrupted in some
way, shorten or skip one of your messages in the middle.

Memorise key points

Another difficult oratory skill is the ability to remember what you’re saying and still deliver a
powerful speech. Great orators do not use scripts, nor do they memorise them word for word
and simply recite the speech. Your speech will be much more effective if you memorise the key
message points that you want to deliver, and then speak from your heart about them, and not
your head.
PowerPoint
 CONCLUSION

In the process of making this SDRN Record, I have done a lot of research which has helped me
improve my Communication Skills immensely. The activities and learning in Skill Based
Communication classes made me realize my position in Interpersonal Skills and helped me
rectify my mistakes.

The positive outcome of this subject is that, it prepared me for the outside competitive world
and made me confident in my own way. I can now speak fluently and effectively and can also
comprehend various English accents which I realize, is going to be definitely useful in my near
future.

I thereby conclude this SDRN Record Note by showing my utmost gratitude to my Skill Based
Communication Faculty, MRS.ASRA TABASSUM for helping me out in the successful
completion of this record.

MR. RUPAJI ABHISHEK

 BIBILOGRAPHY

 https://www.skillsyouneed.com/ips/communication-skills.html
 https://www.conovercompany.com/types-of-communication/
 https://businessjargons.com/7-cs-communication.html
 https://www.skillsyouneed.com/ips/listening-skills.html
 http://www.mesacc.edu/~vocewld/class/Syllabus/Listening2.pp
t
 https://www.skillsyouneed.com/ips/listening-types.html
 https://effortlessenglishclub.com/improve-english-speaking-
skills
 https://english.stackexchange.com/questions/140463/whats-
the-difference-between-speak-and-talk-grammatically-
speaking
 https://lts.lehigh.edu/services/explanation/telephone-etiquette
 http://courses.cs.vt.edu/cs3604/support/Assignments/Guideline
s.Indiv.Pres.html
 https://en.wikipedia.org/wiki/Discussion_group
 https://en.wikipedia.org/wiki/Jam_session